is argued to be less directly explained by the material and a subject taught, but rather more so through what is known as the hidden curriculum. This refers to the socialisation aspect of the education process through which an adolescent acquires "appropriate attitudes and values" needed to further succeed within the confines of education. An adolescent's success or failure within the formal education system is a function of both their ability to demonstrate both measures of formal educational qualifications, as well as the attainment of the aforementioned qualities acquired through socialisation mechanisms. This nature of education is reproduced throughout all stages of the system; from primary to post-secondary. The ability of a student to progress to each subsequent level requires mastery of the prior. One's ability to successfully complete the process of educational attainment strongly correlates to the capacity to realise adequate pay, occupational prestige, social status, etc. upon workforce participation. Parsonian functionalism Education provides functional prerequisites—known as Parsonian functionalism—states that education's function is to provide individuals with the necessary values and attitudes for future work. This forms the assumption that, regardless of the trade an individual participates in, they will all need a similar set of social skills for their day-to-day interactions. From this concept, the idea of education as an ideological state apparatus emerged, elaborating on the prior by continuing that both family and school work together to reproduce social classes, occupational hierarchy, value orientation, and ideology. Education system as capitalist system Education mirrors the capitalist system, in that it sorts individuals and assigns them the skills necessary to fulfil their destined occupation. An individual is provided the appropriate attitude that should be observed within the labour force. Further, it establishes an "acceptance to the reproduction of submissive attitude to the established order." With this, education's primary role is believed to be as a method of sorting individuals rather than equally educating: those with high levels of accumulated social capital from parents or other sources are more easily able to excel within the system of education. Thus, these individuals will continue on a track that places them into specialised and comparatively highly prestigious occupations. In contrast, those with little social or cultural capital will maintain low levels throughout the process of education and be placed into occupations with little demand for cultural capital—significantly less specialised and prestigious occupation. With this occupational selection, both the individuals will maintain the